THE EFFECTS OF LEAST-TO-MOST PROMPTING PROCEDURE IN TEACHING BASIC TENNIS SKILLS TO CHILDREN WITH AUTISM

YANARDAĞ M., Birkan B., YILMAZ İ., Konukman F., AĞBUĞA B., Lieberman L.

KINESIOLOGY, cilt.43, sa.1, ss.44-55, 2011 (SCI-Expanded) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 43 Sayı: 1
  • Basım Tarihi: 2011
  • Dergi Adı: KINESIOLOGY
  • Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus
  • Sayfa Sayıları: ss.44-55
  • Anahtar Kelimeler: autism, least-to-most prompt, basic tennis skills, CONSTANT-TIME DELAY, LEISURE SKILLS, ADULTS, COORDINATION, EXERCISE, DISORDER, BEHAVIOR, AGE
  • Anadolu Üniversitesi Adresli: Evet

Özet

In the present study, the effects of a least-to-most prompting procedure in teaching basic tennis skills (i.e. tennis ball dribble, air dribble and dribble the lines drills) to children with autism were investigated. A single-subject multiple-probe design with probe conditions across behaviors was used. Participants were four male children with autism, aged 7-9 years. Data were collected over the course of 6 weeks, five times a week, an hour per session. Inter-observer reliability data of the study was determined as 93% on probes and 100% on teaching sessions for participant one, 96% on probes and 100% on teaching sessions for participant two, 90% on probes and 100% on teaching sessions for participant three, and 93% on probes and 100% on teaching sessions for participant four. Procedural reliability showed that the trainer implemented the planned steps with 100% accuracy for all participants. Results revealed that least to most prompting was an effective instructional approach and all subjects increased their basic tennis skills considerably during intervention.